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Editor's Notes

Autumn Jeffords and Alex West received ORCA Travel Grant #189 to present their poster at Society of Health and Physical Educators (SHAPE) America 2025 National Convention & Expo, April 1-5 in Baltimore, Maryland.

Abstract

Dynamic and ever-evolving relationships exist between higher education programs, cooperating teachers, and pre service educators. This often leads to challenges for preservice educators as they prepare for their careers. The purpose of this study was to identify best practices to prepare preservice teachers while cultivating professional, engaged, inclusive, and impactful relationships among higher education faculty, cooperating teachers, and the preservice teachers whom they serve. Surveys were sent to current cooperating and student teachers (current or previous semester) to evaluate the state of the teacher training programs. Student teachers provided data on their perceived preparedness, efficacy of their coursework leading up to student teaching, and the effectiveness of the mentoring they received. Cooperating teachers provided data on the preparedness of student teachers, whether or not student teachers met professional standards, and student teachers’ abilities to implement technology in instruction. Health and physical education student teachers generally felt prepared for their roles and supported by their coursework and mentoring. However, many pointed to technology as a weak spot especially when it came to using it effectively in health classrooms and gym settings. They often felt underprepared to integrate tech in meaningful, practical ways. To bridge gaps in health and PE settings, cooperating and higher education teachers should encourage student teachers to take initiative like asking to lead or use tech tools. At the same time, they should step back enough to let student teachers build independence and confidence, especially in areas like technology where they may feel less secure.

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